Now in its fourth edition, this widely acclaimed sourcebook remains one of the most up-to-date and inclusive works on teaching writing today. In this edition, the editors have added twelve new essays and deleted several from the previous edition, making the content as timely as possible. Emphasizing the importance of adapting good pedagogy to multiple environments and audiences, this unique collection features some of the most intellectually exciting and pedagogically sound articles in the field. The Writing Teacher's Sourcebook, 4/e, is the definitive resource for beginning and experienced teachers alike.

Industry Reviews

"A great resource for writing teachers and writing program administrators. It provides ready access to current discussions about teaching writing, and does so succinctly."--Brian Whaley, University of Oregon
"An excellent overview. This book would be useful not only for composition scholars and instructors, but for anyone in any field who feels obligated to teach his or her students how to write."--Tom Philion, University of Illinois-Chicago
"Provides a broad-based awareness of contemporary perspectives on composition pedagogy."--Jerie Weasmer, Eastern Illinois University
Praise for the previous edition (first 4 quotes): "A classic introduction to the profession, for which the editors have selected a series of essays whose focus is openly practical and pedagogical--thus adamantly reasserting the close connection of our scholarship with the classroom. A wide-ranging and useful collection of essays for teachers, both beginning and experienced."--College Composition and Communication
"Still the best casebook for new writing teachers."--Patrick Scott, University of South Carolina
"Each edition of the book is stronger than the previous one. Both within and among chapters there is appropriate balance of theory and practice--just what new teachers need."--Duane H. Roen, Arizona State University
"Ideal for a course in teaching College Comp!"--Russ Larson, Eastern Michigan University

Preface
1. THE CONTEXTS OF TEACHING
PERSPECTIVES
Richard Fulkerson: Four Philosophies of Composition
James Berlin: Rhetoric and Ideology in the Writing Class
Edward P.J. Corbett: Rhetoric, the Enabling Discipline
Min-Zhan Lu and Bruce Horner: The Problematic of Experience: Redefining Critical Work in Ethnography and Pedagogy
TEACHERS
Peter Elbow: Embracing Contraries in the Teaching Process
Donald M. Murray: The Listening Eye: Reflections on the Writing Conference
Lad Tobin: Reading Students, Reading Ourselves: Revising the Teacher's Role in the Writing Class
Dan Morgan: Ethical Issues Raised by Students' Personal Writing
STUDENTS
Mina P. Shaughnessy: Diving In: An Introduction to Basic Writing
Vivian Zamel: Strangers in Academia: The Experiences of Faculty and ESL Students Across the Curriculum
Todd Taylor: The Persistence of Difference in Networked Classrooms: Non-Negotiable Difference and the African American Student Body
LOCATIONS
Hephzibah Roskelly: The Risky Business of Group Work
Gail E. Hawisher and Cynthia L. Selfe: The Rhetoric of Technology and the Electronic Writing Class
Muriel Harris: Talking in the Middle: Why Writers Need Writing Tutors
APPROACHES
Min-Zhan Lu: Redefining the Legacy of Mina Shaughnessy: A Critique of the Politics of Linguistic Innocence
Mariolina Salvatori: Conversations with Texts: Reading in the Teaching of Composition
Gary Tate: A Place for Literature in Freshman Composition
Carolyn Matalene: Experience as Evidence: Teaching Students to Write Honestly and Knowledgeably about Public Issues
2. THE TEACHING OF WRITING
ASSIGNING
Mike Rose: Remedial Writing Courses: A Critique and a Proposal
David Peck, Elizabeth Hoffman, and Mike Rose: A Comment and Response on "Remedial Writing Courses"
Richard L. Larson: The "Research Paper" in the Writing Course: A Non-Form of Writing
Jeanne Fahnestock and Marie Secor: Teaching Argument: A Theory of Types
Catherine E. Lamb: Beyond Argument in Feminist Composition
RESPONDING AND ASSESSING
Brooke K. Horvath: The Components of Written Response: A Practical Synthesis of Current Views
David Bartholomae: The Study of Error
Jerry Farber: Learning How to Teach: A Progress Report
COMPOSING AND REVISING
Nancy Sommers: Between the Drafts
James A. Reither: Writing and Knowing: Toward Redefining the Writing Process
David Bleich: Collaboration and the Pedagogy of Disclosure
AUDIENCES
Douglas B. Park: The Meanings of "Audience"
Lisa Ede and Andrea Lunsford: Audience Addressed/Audience Invoked: The Role of Audience in Composition Theory and Pedagogy
Peter Elbow: Closing My Eyes as I Speak: An Argument for Ignoring Audience
STYLES
Robert J. Connors: Static Abstractions and Composition
Winston Weathers: Teaching Style: A Possible Anatomy
Elizabeth D. Rankin: Revitalizing Style: Toward a New Theory and Pedagogy
Richard Ohmann: Use Definite, Specific, Concrete Language